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ERIC Number: EJ809901
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1098-3007
Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior
Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Sassu, Kari A.; Chanese, Julie A. M.; Glazer, Amy D.
Journal of Positive Behavior Interventions, v10 n2 p136-143 2008
The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO from trained external observers and via DBRs from classroom teachers. Data were collected across 15 teachers and three observation sessions, and the agreement between the two methods was compared as a way to examine concurrent validity. Results supported previous work suggesting that DBRs are significantly correlated with SDO data, thereby suggesting that the DBR might be used as a compatible tool with SDO. Implications for practice, limitations of the study, and directions for future research are discussed. (Contains 3 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States